Acceso usuarios
José Ignacio Arias Brenes
This article examines the use of ideational grammatical metaphor (IGM) in the textualization of the introductory stage of essays by L2 students of academic Spanish as a second language (L2) preparing to undertake an academic term at the University of Costa Rica. A qualitative analysis was conducted on samples produced by these learners, in which the emergence of complex nominal groups resulting from metaphorization processes was observed, contributing to the creation of lexically dense generic phases. The results present instances that illustrate a motivated use of IGM in the three metafunctions: ideational, interpersonal, and textual. Considering the analysis, the importance of generating grammatical reflection on writing in Spanish as an L2 from meaning categories linked to communicative needs in the generic practices of academic communities is proposed, focusing on how lexicogrammatical resources adapt to the parameters of academic register.
